The Future Of Mobile Web Design: Video Game Design And Storytelling
As attention spans shorten and visitors just want to get to the good stuff on a website, designers have to get more creative in how they communicate their website’s “story.”
What is truly impressive, however, is how we are now able to use design to tell a story. In other words, we no longer need to use long scrolls to set up plots or describe what a company does. This is especially great when designing for the mobile experience, which already sets pretty strict limits on how much we can “tell” versus “show.”
Three Video Game Storytelling Techniques We Need More Of In Web Design
1. Make Your Visitor the Hero
Create User Personas
Develop user personas before you do anything else when strategizing and planning for a website. Your personas should have a key “problem” they face.
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Use Relatable Content
In video game design, there is something known as “ludonarrative dissonance.”
the unpleasant situation where we’re asking players to do something they don’t want to do… or prevent them from doing what they want.
The brain digests visual content 60% more quickly than written content, so your web designs and other visuals (like video, animation, and so on) are the keys to doing this.
The Airbnb blog always does a great job of this type of visual storytelling.
2. Minimize Distractions by Using Symbols
As of August 2017, 52.64% of all visits to websites were done via a smartphone. And, starting in 2017, the most popular size for a smartphonewas between five and six inches and will only continue to grow in popularity as the years go on.
That’s not a lot of space to fill with content for the majority of site visitors, is it?
Functional minimalism is already something you’re doing in your own web design efforts, but have you thought about how it can tie into the storytelling aspect as well?
Here are some ways in which you might use symbols to declutter your site:
Hamburger icon (for the navigation)
Profile photo icon (for account details)
Pencil icon (for an editing interface)
Gear icon (for settings)
Shopping cart icon (to checkout)
Magnifying glass (to expand the search bar)
Connector icon (to open social sharing and RSS feed options)
Question mark (to expand live chat, search, or help options)
And so on.
3. Be Smart About How You Use Space
Use a Spotlight
In video games, you can use light and darkness to draw attention to important pathways. On websites, it’s not always easy to employ the use of lightness or darkness as too-dark of a design or too-light of text could lead to a bad user experience. What you want to do instead is create a “spotlight” of sorts. You can do this by infusing a key area of your design with a dramatic color or a boldly stylized font.
Add Clues
If you’ve ever played a horror video game before, you know how critical the element of sound can be for it.
That said, while you might not be able to direct visitors down the page with the sound of something playing down below, you can use other elements to lead them. For one, you can use interactive elements like animation to draw their attention to where it needs to go.
Employ a Mascot
For some brands, it might make sense to employ the use of an actual mascot to guide visitors through the story.
Summary
As attention spans shorten and visitors just want to get to the good stuff on a website, designers have to get more creative in how they communicate their website’s “story.” Ideally, your web design will do more showing of that story instead of telling, which is how video game design tends to succeed in this matter.
Remember: Storytelling isn’t just relegated to big brands that can weave bright and shiny tales about how consumers’ lives were changed with their products. Nor is it just for video game designers that have hours of gameplay to develop for their audiences. A story simply needs to convey to the end-user how their problem can be fixed by your site’s solution. Through subtle design strategies inspired by video game storytelling techniques, you can effectively share and shape your own story.
Every number released in conjunction with Fortnite is staggering, even within the context of a $137 billion industry. On the same day as its Fortnite Pro-Am tournament at E3, the video-game industry’s largest convention, the game was released for the Nintendo Switch, and within 24 hours it had been downloaded more than 2 million times. Analysts estimate that Fortnite is currently raking in more than $300 million a month, and has made its maker, Epic Games, more than $1.2 billion since its battle royale mode launched in late September.
Fortnite is virtually identical on every platform, and players can move from their PlayStation to their phone and back without missing a beat. Milligan first heard about the game back in September. “It was the next new game, like when Minecraft came out, but way more popular.”
The cadence of a Fortnite game is that nothing is happening and then, very suddenly, everything is happening. The game has three main modes: solo (every player for themselves), duos (teams of two), and squads (teams of three or four), but there are consistently around 100 players in every session.
Even when kids aren’t playing Fortnite, they’re talking about Fortnite or finding ways to profit from it.
Video games pioneered the dopamine-rush cycle. Using bright graphics and sound effects to make players feel continual accomplishment, arcade games were honed to make players feel like they needed to feed in just one more quarter over and over again — slot machines that kept people entranced without ever having to pay out. The addictive core of video-gaming never went away, even as games became more complicated: Every win, every high score, every 100 percent completion, every secret and Easter egg was a chance for a little rush of accomplishment and satisfaction.
And then mobile products learned to do the same thing. Give people goals, reward them with flashes of color, and you could entrance them into something resembling addiction. This was called, tellingly and unsurprisingly, “gamification”: Treat every app and every activity as a video game, with scores, prizes, and leaderboards. Snapchat rewarded users who talked every day with “streaks”; the exercise app Strava allowed you to compete with other joggers and earn badges; Foursquare turned the entire world into a game of king of the hill.
The process has come full circle. Fortnite is a gamified video game.
Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time.
Untether instructors from the room’s podium, allowing them control from anywhere in the room;
Streamline the start of class, including biometric login to the room’s technology, behind-the-scenes routing of course content to room displays, control of lights and automatic attendance taking;
Offer whiteboards that can be captured, routed to different displays in the room and saved for future viewing and editing;
Provide small-group collaboration displays and the ability to easily route content to and from these displays; and
Deliver these features through a simple, user-friendly and reliable room/technology interface.
Key players from Crestron, Google, Sony, Steelcase and Spectrum met with Indiana University faculty, technologists and architects to generate new ideas related to current and emerging technologies. Activities included collaborative brainstorming focusing on these questions:
What else can we do to create the classroom of the future?
What current technology exists to solve these problems?
What could be developed that doesn’t yet exist?
What’s next?
top five findings:
Screenless and biometric technology will play an important role in the evolution of classrooms in higher education. We plan to research how voice activation and other Internet of Things technologies can streamline the process for faculty and students.
The entire classroom will become a space for student activity and brainstorming; walls, windows, desks and all activities are easily captured to the cloud, allowing conversations to continue outside of class or at the next class meeting.
Technology will be leveraged to include advance automation for a variety of tasks, so the faculty member is released from duties to focus on teaching.
The technology will become invisible to the process and enhance and customize the experience for the learner.
Virtual assistants could play an important role in providing students with a supported experience throughout their entire campus career.
In September 2015, the back-then library dean (they change every 2-3 years) requested a committee of librarians to meet and discuss the remodeling of Miller Center 2018. By that time the SCSU CIO was asserting the BYOx as a new policy for SCSU. BYOx in essence means the necessity for stronger (wider) WiFI pipe. Based on that assertion, I, Plamen Miltenoff, was insisting to shift the cost of hardware (computers, laptops) to infrastructure (more WiFi nods in the room and around it) and prepare for the upcoming IoT by learning to remodel our syllabi for mobile devices and use those (students) mobile devices, rather squander University money on hardware. At least one faculty member from the committee honestly admitted she has no idea about IoT and respectively the merit of my proposal. Thus, my proposal was completely disregarded by the self-nominated chair of the committee of librarians, who pushed for her idea to replace the desktops with a cart of laptops (a very 2010 idea, which by 2015 was already passe). As per Kelly (2018) (second article above), it is obvious the failure of her proposal to the dean to choose laptops over mobile devices, considering that faculty DO see mobile devices completely replacing desktops and laptops; that faculty DO not see document cameras and overhead projectors as a tool to stay.
Here are the notes from September 2015 https://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/
As are result, my IoT proposal as now reflected in the Johnston (2018) (first article above), did not make it even formally to the dean, hence the necessity to make it available through the blog.
The SCSU library thinking regarding physical remodeling of classrooms is behind its times and that costs money for the university, if that room needs to be remodeled again to be with the contemporary times.
Jeff Kao Data Scientist, Software Engineer, Language Nerd, Biglaw Refugee. jeffykao.com
More than a Million Pro-Repeal Net Neutrality Comments were Likely Faked
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The Federal Communications Commission released a plan on Tuesday to dismantle landmark regulations that ensure equal access to the internet, clearing the way for internet service companies to charge users more to see certain content and to curb access to some websites.
The proposal, made by the F.C.C. chairman, Ajit Pai, is a sweeping repeal of rules put in place by the Obama administration. The rules prohibit high-speed internet service providers, or I.S.P.s, from stopping or slowing down the delivery of websites. They also prevent the companies from charging customers extra fees for high-quality streaming and other services.
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FCC chairman defends net neutrality repeal plan
An analysis of the millions of comments conducted by the data company Gravwell in October found that just 17.4 percent of the comments to the FCC on the net neutrality rules came from real people.
Because many internet services for mobile devices include limits on data use, the changes will be visible there first. In one dramatic scenario, internet services would begin to resemble cable-TV packages, where subscriptions could be limited to a few dozen sites and services. Or, for big spenders, a few hundred. Fortunately, that’s not a likely scenario. Instead, expect a gradual shift towards subscriptions that provide unlimited access to certain preferred providers while charging extra for everything else.
Even Verizon’s “unlimited” plans impose limits. The company’s cheapest unlimited mobile plan limits video streaming quality to 480p resolution, which is DVD quality, on phones and 720p resolution, the lower tier of HD quality, on tablets. Customers can upgrade to a more expensive plan that enables 720p resolution on phones and 1080p on tablets, but the higher quality 4K video standard is effectively forbidden.
Meanwhile, Comcast customers in 28 states face 1 terabyte data caps. Going over that limit costs subscribers as much as an additional $50 a month. As 4K televisions become more common, more households may hit the limit. That could prompt some to stick with a traditional pay-TV package from Comcast.
Republican FCC Chair Ajit Pai argues that Federal Trade Commission will be able to protect consumers and small business from abuses by internet providers once the agency’s current rules are off the books. But that’s not clear.
The good news is the internet won’t change overnight, if it all. Blake Reid, a clinical professor at Colorado Law, says the big broadband providers will wait to see how the inevitable legal challenges to the new FCC order shakeout. They’ll probably keep an eye on 2018 and even 2020 elections as well.
this why metadata was entered in the post-processed MP4 file using the VLC player
export
H.264 . / iPAD 480p 29.9 fps
Shortcuts:
If you are using Premiere CC: 1. File/New/Sequence. 2. Ctrl M is the shortcut to export (M is for media)
Issues
the two Apple/Macs will deliver error messages with both the export to the MP4 format and for burning the CDs and DVDs.
e.g.
other issues
regular restart required for new capture
error messages e.g.
other issues:
audio. Audio synchronization during the digitization is off. Solution: possible solution is the last of this thread : https://forums.adobe.com/thread/2217377
open in in QT Pro copy an segment then past it into a new QT file and save. It then plays normally in Adobe products.
old Apple desktops. needed to be rebuild and reformatted.
Apple burner issues. issues with Premiere license (bigger organization, bigger bureaucracy – keep the licenses within the library, not with IT or the business department)
old VCRs – one of the VCRs was recording bad audio signal
old VHS tapes: the signal jump makes the digital recording stop, thus requiring a constant attendance of the digitization, instead of letting it be digitized and working on something else
the person who is uploading the digitized VHS movies can “Add Collaborator”
The collaborator can be “co-editor” and / or “co-publisher”
Thus, at the moment, Tom Hegert has been designated to a digitized VHS video as Co-:Publisher and Rhonda Huisman as “Co-Editor.”
Please DO log in into MediaSpace with your STAR ID and confirm that you can locate the video and you can, respectively edit its metadata.
If you can edit the video, this means that the proposed system will work, since the Library can follow the same pattern to “distribute” the videos to the instructors, who these videos are used by; and, respectively these instructors can further control the distribution of the videos in their classes.
issues:
sharing the videos from the generic Library account for MediaSpace to the MediaSPace account of the faculty who had requested the digitization either through sending the link to the video or publish in channel (we called our channel “digitized VHS”)
issue: ripping off content from DVD.
Faculty (mostly teaching online / hybrid courses) want to place teaching material from DVD to MediaSpace. Most DVDs are DRM protected.
Handbreak (https://handbrake.fr/) does not allow ripping DRM-ed DVDs. to bypass this Handbreak issue, we use DVD Decrypter before we run the file through Handbreak
Solutions:
From: “Lanska, Jeremiah K” <Jeremiah.Lanska@ridgewater.edu> Date: Tuesday, September 11, 2018 at 10:03 AM
I use a software on a MAC called MacX DVD Video Converter Pro. https://www.macxdvd.com/
I convert videos to MP4 with this and it just works for just about any DVD. Then upload them to MediaSpace.
From: “Docken, Marti L” <Marti.Docken@saintpaul.edu> Date: Tuesday, September 11, 2018 at 8:17 AM
Good morning Plamen. Here at Saint Paul College, we are asked to get permission from owner when we are looking at making any alterations to a video, tape, etc. This is true of adding closed captioning as well. The attached are forms given by Minnesota State which they may have an updated form.
Thank you and have a wonderful day.
Marti Docken Instructional Technology Specialist 651.846.1339 marti.docken@saintpaul.edu
From: Geri Wilson Sent: Friday, September 14, 2018 3:23 PM
What I do with DVDs is give a warning to the faculty that the MediaSpace link with the captions I’ve created should not be widely shared and should be treated as if it were still a DVD that can be shown in the classroom, but not posted on D2L. Because even if we use those forms, I don’t believe it gives us the right to use the video in a broader way. However, a safer approach might be to burn a new DVD with captions, so that it’s still in the same format that can’t be misused as easily.
Just my 2 cents. Geri
From: “Hunter, Gary B” <Gary.Hunter@minnstate.edu> Date: Friday, September 14, 2018 at 2:55 PM To: Plamen Miltenoff_old <pmiltenoff@stcloudstate.edu> Subject: RE: Process of ripping DVD video to mount it on MediaSpace
I’ll assume the contents of the DVDs are movies/films unless I hear otherwise from you. There’s a lot we need to consider from a copyright perspective. Let me know a day and time that we can touch base via a phone call. Next week my schedule is flexible, so let me know what day and time work for you. Until we speak, here’s some of the information related to making copies of copyrighted works for nonprofit teaching purposes.
There are two sections of the Copyright Act that authorize “copying” of copyrighted works for nonprofit educational purposes. It doesn’t matter if the copyrighted works are being copied from DVDs, CDs, flash drives, a computer’s hard drive, etc., the same sections of the Copyright Act apply.
Section 110(2), also known as the TEACH Act, allows nonprofit educational institutions to make a digital copy of a nondramatic copyrighted work and save it to a server for online and hybrid teaching. I have a TEACH Act checklist on the IP Tools & Forms webpage at http://www.minnstate.edu/system/asa/academicaffairs/policy/copyright/forms.html. The checklist identifies the few things that may not be copied under this section of the Copyright Act. If an instructor meets the various requirements on the checklist, than you can make a digital copy of the entire nondramatic copyrighted work and save it to MediaSpace. For nondramatic works, all MinnState instructors should be able to complete the TEACH Act checklist successfully, so I wouldn’t request a completed checklist from them.
Under the TEACH Act, nonprofit educational institutions are only permitted to make a digital copy of reasonable and limited portions of dramatic copyrighted works. Movies and films are usually dramatic works. Most people in higher education interpret “reasonable and limited portions” to mean something less than the whole and not the entire movie/film. There are several guidance documents on the TEACH Act on the IP Tools & Forms webpage that go into greater detail as to what is reasonable and limited portions. Unfortunately, this section only authorizes the copying of part of the movie/film and not the entire thing.
Section 107 Fair Use of the Copyright Act is the second section that permits copying of copyrighted works for nonprofit educational purposes. Fair Use is used more than any other section to make copies of copyrighted works for nonprofit educational purposes. An instructor needs to complete a fair Use Checklist showing the proposed copying is authorized by fair use. An instructor who completes a Fair Use Checklist that ends up being 50/50 or more in support of fair use for their proposed copying of a copyrighted work, should be able to make the digital copy. Fair Use has some nuances in it for unique situations. Let’s set up a phone call to further discuss them. There is also a flow chart that may helpful at http://www.minnstate.edu/system/asa/academicaffairs/policy/copyright/docs/Flow%20Chart-Using%20video%20in%20Online%20-%20D2L%20Courses.pdf.
We also have to consider whether or not the movies/films were purchased with “personal use” rights or “public performance” rights. Or if an educational license or some similar type of license gives us permission to make copies or publicly perform the movie/film. More layers of the onion that need peeled back to address the copyright concerns.
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Issue: confidentiality
All digitized material is backedup on DVDs, whether faculty wants a DVD or not.
Some video content is confidential (e.g. interviews with patients) and faculty does not want any extra copies, but the DVD submitted to them. How do we archive / do we archive the content then?
Burning (Archiving)
where to store the burned DVDs? their shelf life is 12 years.
DVD’s must be labeled with soft tip perm marker, not labels. labels glue ages quickly.
all our desktops are outdated (5+ years and older). We used two Apple/Macs. OS El Captain, Version 10.11.6, 2.5 Gxz Intel Core i5. 8GB memory, 1333 MHz DDR3, Graphic Card AMD Radeon HD 6750 MD 512 MB
Question about the process of archiving the CDs and DVDs after burning. What is the best way to archive the digitized material? Store the CD and DVDs? Keep them in the “cloud?”
Question about the management of working files: 1. Premiere digitizes the original hi-quality file in .mov format and it is in GB. The export is in .mp4 format and it is in MB. Is it worth to store the GB-size .mov format and for how long, considering that the working station has a limited HDD of 200GB
we decided to export two types of files using Adobe Premiere: a) a low end .MP4 file about several hundred megabites, which respectively is uploaded in SCSU Media Space (AKA Kaltura) and b) one high-end (better quality) one the realm of several GBs, which was the archived copy
We placed a request for two 2TB HDD with the library dean and 10TB file space with the SCSU IT department. Idea being to have the files for MediaSpace readily available on the hardrives, if we have to make them available to faculty and the high-end files being stored on the SCSU file server.
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Nov. 2019: transfer of accounts. The generic SCSULibraryVideo account is discontinued because of the August 2019 transition to the minnstate.edu. Agreed to host the accumulated digitized videos under the private account of one of the team members, who will be assigning the other members and the requesting faculty as co-editors.
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2. correspondence among Greg J, Tom H and Plamen
email correspondence Greg, Tom, Plamen regarding Kaltura account:
From: Greg <gsjorgensen@stcloudstate.edu> Date: Friday, November 17, 2017 at 11:32 AM To: Plamen Miltenoff <pmiltenoff@stcloudstate.edu> Subject: RE: Question Kaltura
Plamen,
Channels are not required using this workflow. Just the collaboration change.
–g–
From: Miltenoff, Plamen Sent: Friday, November 17, 2017 11:31 AM To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu> Subject: Question Kaltura
Greg,
About the channel:
Do I create one channel (videos)?
It seems to be a better idea to create separate channels for each of faculty, who’s videotapes are digitized.
******* any user you wish to collaborate with, will need to first sign in to mediaspace in order to provision their account.**** After they have signed in, you will be able to add them as collaborator.
Once they’ve been added, they will have access to the video in their MedisSpace account.
Like so:
From the My Media area:
Click ‘Filters’:
Then choose either media I can publish, or media I can edit:
If you want to simply change ownership to the requestor (for video available only to a single person), just choose change media owner on the collaboration tab.
The process above will allow for any number of collaborators, in a fashion similar to ‘on reserve’.
–g–
From: Miltenoff, Plamen Sent: Friday, November 17, 2017 11:19 AM To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu> Subject: FW: Supplemental Account Request Status
Tom,
I submitted the request to Greg with the “SCSULibraryVideo” name
Greg, I submitted, Tom, Rachel W and Rhonda H (and you) as “owners.”
Pls, if possible, do not assigned to Tom ownership rights yet and add him later on.
I also received your approval, so I am starting to work on it
This message confirms your request for a new Supplemental Account with the requested username of SCSULibraryVideo. Please allow 2-3 business days for processing. You will be notified by email when your request is approved or denied. You may also check the status of your request by returning to the Supplemental Accounts Maintenance site.
Thank you for your request and please contact us with questions or concerns.
Once you’ve done that, just let me know the name of the account. (LibraryVideoDrop, SCSULibraryVideo, etc….)
I’ll then add it to the Mediaspace access list.
If there’s already an account to which you have access, we can use that, too. Remember, though, credentials will be shared at least between the two of you.
Well, that is a good question. Do we need a “STAR ID” type of account for the library?
If so, who will be the person to talk to. After Diane Schmitt, I do not know who to ask
Tom, can you ask the library dean’s office for any “generic” account?
Greg, for the time being, is it possible to have me as the “owner” of that account? Would that conflict with my current Kaltura account/content?
Can I participate for this project with my student account (as you helpled me several weeks ago restore it for D2L usage)?
Yes, except that there may be needs for multiple faculty to access the files. Think of it as analogous to DVDs on reserve or even in the general collection.
I think we’re hoping for an account from which we can share Library resources such as the digitized versions of VHS tapes that Plamen and I are creating. As I understand it, a closed channel is probably not the best answer. We need a common repository that can have open access to SCSU Kaltura users.
A single account can’t really be shared in the way you’re asking, but we can easily add a dept. supplemental account to Mediaspace. I just need the name of the account.
Depending on what you intend, maybe a closed channel? Create a closed channel and add individuals as needed?
Can you help me create a MediaSpace account for the library use.
How can it be tight up to the STAR ID login specifications?
Is it possible, let’s say Tom and I to use our STAR ID to login into such account?
Any info is welcome…
Plamen
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3. correspondence on the LITA listserv regarding “best practices for in house digital conversion”
From: <lita-l-request@lists.ala.org> on behalf of Sharona Ginsberg <lita-l@lists.ala.org> Reply-To: “lita-l@lists.ala.org” <lita-l@lists.ala.org> Date: Tuesday, November 21, 2017 at 10:07 AM To: “lita-l@lists.ala.org” <lita-l@lists.ala.org> Subject: Re: [lita-l] best practices for in house digital conversion
I’m at an academic rather than public library, but you can see what we offer for digital conversion here: https://www.oswego.edu/library/digital-conversion. We’ve been generally happy with our equipment, and I especially think the Elgato Video Capture device (VHS to digital) is a good tool.
– Sharona
From: <lita-l-request@lists.ala.org> on behalf of Molly Schwartz <mschwartz@metro.org> Reply-To: “lita-l@lists.ala.org” <lita-l@lists.ala.org> Date: Tuesday, November 21, 2017 at 10:03 AM To: “lita-l@lists.ala.org” <lita-l@lists.ala.org> Subject: Re: [lita-l] best practices for in house digital conversion
I would also definitely recommend DCPL’s Memory Lab and the project to build a Memory Lab Network, which is more applicable to public libraries.
best,
Molly
On Tue, Nov 21, 2017 at 10:49 AM, Stewart Wilson <SWilson@onlib.org> wrote:
Hi all,
I know there is a lot of information already out here, but is anyone up for a conversation about media conversion technologies for public library patrons?
I’m interested in best practices and recommended technologies or guides that you use in your system.
Anything that converts projector slides, 35mm, VHS, photographs, cassette, etc.
We are building a new PC for this and 3D rendering, so any recommendations for things like soundcards or video capture cards are also useful.
Thanks for your help; this group is the best.
Stew Wilson
Paralibrarian for Network Administration and Technology
Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.
Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”
In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.
We have had “globalization,” in the sense of far-flung trade, for centuries now.
ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.
Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.
his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.
The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.
But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.
One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”
That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.
When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”
To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.
Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.
In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.
One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.
In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.
The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.
Sheltered from democracy, the economy of the free trade system becomes more and more a private space.
+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+
Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).
Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076 Call Number: JC11 .F85 2011
Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.
Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.
Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.
Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.
Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.
why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.
Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.
What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”
Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics
the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.
public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.
Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities. the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.
“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”
the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.
The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.
the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”
Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care.For more information, see my other IMS blog entries, such as: https://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/
how data is produced, collected and analyzed. make accessible all kind of data and info
ask good q/s and find good answers, share finding in meaningful ways. this is where digital literacy overshadows information literacy and this the fact that SCSU library does not understand; besides teaching students how to find and evaluate data, I also teach them how to communicate effectively using electronic tools.
connecting people tools and resources and making it easier for everybody. building collaborative, open and interdisciplinary
robust data computational literates. developing workshops, project and events to practice new skills. to position the library as the interdisciplinary nexus
what are data: definition. items of information, facts, traces of content and form. higher level, conception discussion about data in terms of social effects: matadata capturing information about the world, social political and economic changes. move away the mystic conceptions about data. nothing objective about data.
the emergence of IoT – digital meets physical. cyber physical systems. smart objects driven by industry. . proliferation of sensor and device – smart devices.
what does privacy looks like ? what is netneutrality when IoT? library must restructure : collaborate across institutions about collections of data in opien and participatory ways. put IoT in the hands of make and break things (she is maker space aficionado)
make and break things hackathons – use cheap devices such as Arduino and Pi.
data literacy programs with higher level conception exploration; libraries empower the campus in data collection. data science norms, store and share data to existing repositories and even catalogs. commercial services to store and connect data, but very restrictive and this is why libraries must be involved.
linked data and dark data
linked data – draw connections around online data most of the data are locked. linked data uses metadata to link related information in ways computers can understand.
libraries take advantage of link data. link data opportunity for semantics, natural language processing etc. if hidden data is relative to our communities, it is a library responsibility to provide it. community data practitioners
dark data
massive data, which cannot be analyzed by relational processing. data not yield significant findings. might be valuable for researchers: one persons trash is another persons’ treasure. preserving data and providing access to info. collaborate with researchers across disciplines and assist decide what is worth keeping and what discarding and how to study.
rich learning experience working with lined and dark data enable fresh perspective and learning how to work with data architecture. data literacy programming.
in context of data is different from open source and open projects. the social side of data science . advising researchers on navigation data, ethical compilations.
open science movement .https://cos.io/ pushing beyond licences and reframe, position ourselves as collaborators
analysis and publishing ; use tools that can be shared and include data, code and executable files.
reproducibility and contestability https://www.lib.ncsu.edu/events/series/summer-of-open-science
In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.
silos, IT barrier, focusing on student success, retention, server space is cheap, if
promotion and tenure for faculty can include incentive to work with the librarian
lack of fear, changing the mindset.
deep collaboration both within and cross-consortia
don’t rely on vendor solutions. changing mindset
development = oppty (versus development as “work”)
private higher education is PALNI
3d virtual picture of disastrous areas. unlock the digital information to be digitally accessible to all people who might be interested.
they opened the maps of Katmandu for the local community and they were coming up with the strategies to recover. democracy in action
i can’t stop thinking that the keynote speaker efforts are mere follow up of what Naomi Klein explains in her Shock Doctrine: http://www.naomiklein.org/shock-doctrine: a government country seeks reasons to destroy another country or area and then NGOs from the same country go to remedy the disasters
A question from a librarian from the U about the use of drones. My note: why did the SCSU library have to give up its drone?
Douglas County Library model. too resource intensive to continue
Marmot Library Network
ILS integrated library system – shared with other counties, same sever for the entire consortium. they have a programmer, viewfind, open source, discovery player, he customized viewfind community to viewfind plus. instead of using the ILS public access catalogue, they are using the Vufind interface
Caiifa Enki. public library – single access collection. they purchase ebooks from the publisher and they are using also the viewfind interface. but not integrated with the library catalogs. Kansas public library went from OverDrive to Viewfind. CA State library is funding for the time being this effort.
types of content – publisher will not understand issue, which clear for librarians
PDF and epub formats
purchase content –
title by title selection – academia is tired of selections. although it is intended to buy also collections
library – owned ( and shared collections)
host content from libraries – papers in academic lib, genealogy in pub lib.
options in license models .
e resource content. not only ebooks, after it is taken care of, add other types of digital objects.
instead of replicate, replacement of the commercial aggregators,
Amigos Shelf interface is the product of the presenter
instead of having a young reader collection as SCSU has on the third floor, an academic library is outsourcing through AMigos shelf ebooks for young readers
Harper Collins is too cumbersome and the reason to avoid working with them.
security issues. some of the material sent over ftp and immediately moved to sftp
decisions – use of internal resources only, if now – amazon
programmer used for the pilot. contracted programmers. lack of the ability to see the large picture. eventually hired a full time person, instead of outsourcing. RDA compliant MARC.
ONIX, spreadsheet MARC.
Decision about who to start with : public or academic.
attempt to keep pricing down –
own agreement with the customers, separate from the agreement with the Publisher
current development: web-based online reading, shared-consortial collections and SIP2 authentication
Tomlin, P. (2009). A Matter of Discipline: Open Access, the Humanities, and Art History. Canadian Journal Of Higher Education, 39(3), 49-69.
Recent events suggest that open access has gained new momentum in the humanities, but the slow and uneven development of open-access initiatives in humanist fields continues to hinder the consolidation of efforts across the university. Although various studies have traced the general origins of the humanities’ reticence to embrace open access, few have actually considered the scholarly practices and disciplinary priorities that shape a discipline’s adoption of its principles. This article examines the emergence, potential and actualized, of open access in art history. Part case study, part conceptual mapping, the discussion is framed within the context of three interlocking dynamics: the present state of academic publishing in art history; the dominance of the journal and self-archiving repository within open-access models of scholarly production; and the unique roles played by copyright and permissions in art historical scholarship. It is hoped that tracing the discipline-specific configuration of research provides a first step toward both investigating the identity that open access might assume within the humanities, from discipline to discipline, and explaining how and why it might allow scholars to better serve themselves and their audiences.
Solomon, D. J., & Björk, B. (2012). A study of open access journals using article processing charges. Journal Of The American Society For Information Science & Technology, 63(8), 1485-1495. doi:10.1002/asi.22673
Article processing charges ( APCs) are a central mechanism for funding open access (OA) scholarly publishing. We studied the APCs charged and article volumes of journals that were listed in the Directory of Open Access Journals as charging APCs. These included 1,370 journals that published 100,697 articles in 2010. The average APC was $906 U.S. dollars (USD) calculated over journals and $904 USD calculated over articles. The price range varied between $8 and $3,900 USD, with the lowest prices charged by journals published in developing countries and the highest by journals with high-impact factors from major international publishers. Journals in biomedicine represent 59% of the sample and 58% of the total article volume. They also had the highest APCs of any discipline. Professionally published journals, both for profit and nonprofit, had substantially higher APCs than journals published by societies, universities, or scholars/researchers. These price estimates are lower than some previous studies of OA publishing and much lower than is generally charged by subscription publishers making individual articles OA in what are termed hybrid journals.
Beaubien, S., & Eckard, M. (2014). Addressing Faculty Publishing Concerns with Open Access Journal Quality Indicators. Journal Of Librarianship & Scholarly Communication, 2(2), 1-11. doi:10.7710/2162-3309.1133
BACKGROUND The scholarly publishing paradigm is evolving to embrace innovative open access publication models. While this environment fosters the creation of high-quality, peer-reviewed open access publications, it also provides opportunities for journals or publishers to engage in unprofessional or unethical practices. LITERATURE REVIEW Faculty take into account a number of factors in deciding where to publish, including whether or not a journal engages in ethical publishing practices. Librarians and scholars have attempted to address this issue in a number of ways, such as generating lists of ethical/unethical publishers and general guides. DESCRIPTION OF PROJECT In response to growing faculty concern in this area, the Grand Valley State University Libraries developed and evaluated a set of Open Access Journal Quality Indicators that support faculty in their effort to identify the characteristics of ethical and unethical open access publications. NEXT STEPS Liaison librarians have already begun using the Indicators as a catalyst in sparking conversation around open access publishing and scholarship. Going forward, the Libraries will continue to evaluate and gather feedback on the Indicators, taking into account emerging trends and practices.
Husain, S., & Nazim, M. (2013). Analysis of Open Access Scholarly Journals in Media & Communication. DESIDOC Journal Of Library & Information Technology, 33(5), 405-411.
he paper gives an account of the origin and development of the Open Access Initiative and explains the concept of open access publishing. It also highlight various facets related to the open access scholarly publishing in the field of Media & Communication on the basis of data collected from the most authoritative online directory of open access journals, i.e., Directory of Open Access Journals (DOAJ). The DOAJ covers 8492 open access journals of which 106 journals are listed under the subject heading ‘Media & Communication’. Most of the open access journals in Media & Communication were started during late 1990s and are being published from 34 different countries on 6 continents in 13 different languages. More than 80 % open access journals are being published by the not-for-profit sector such as academic institutions and universities.
Reed, K. (2014). Awareness of Open Access Issues Differs among Faculty at Institutions of Different Sizes. Evidence Based Library & Information Practice, 9(4), 76-77.
Objective — This study surveyed faculty awareness of open access (OA) issues and the institutional repository (IR) at the University of Wisconsin. The authors hoped to use findings to inform future IR marketing strategies to faculty. Design — Survey. Setting — University of Wisconsin-Eau Claire, a small, regional public university (approximately 10,000 students). Subjects — 105 faculty members. Methods — The authors contacted 397 faculty members inviting them to participate in an 11 question online survey. Due to anonymity issues on a small campus, respondents were not asked about rank and discipline, and were asked to not provide identifying information. A definition of OA was not provided by the authors, as survey participants were queried about their own definition. Main Results — Approximately 30% of the faculty were aware of OA issues. Of all the definitions of OA given by survey respondents, “none … came close” to the definition favoured by the authors (p. 145). More than 30% of the faculty were unable to define OA at a level deemed basic by the authors. A total of 51 (48.57%) of the survey respondents indicated that there are OA journals in their disciplines. Another 6 (5.71%) of the faculty members claimed that there are no OA journals in their disciplines, although most provided a definition of OA and several considered OA publishing to be “very important.” The remaining 48 participants (46%) were unsure if there are OA journals in their disciplines. Of these survey respondents, 38 answered that they have not published in an OA journal, 10 were unsure, and 21 believed that their field benefits or would benefit from OA journals. Survey respondents cited quality of the journal, prestige, and peer review as extremely important in selecting a journal in which to publish. Conclusion — The authors conclude that the level of awareness related to OA issues must be raised before IRs can flourish. They ponder how university and college administrators regard OA publishing, and the influence this has on the tenure and promotion process
KELTY, C. (2014). BEYOND COPYRIGHT AND TECHNOLOGY: What Open Access Can Tell Us about Precarity, Authority, Innovation, and Automation in the University Today. Cultural Anthropology (Society For Cultural Anthropology), 29(2), 203-215. doi:10.14506/ca29.2.02
In this interview, we discuss what open access can teach us about the state of the university, as well as practices in scholarly publishing. In particular the focus is on issues of labor and precarity, the question of how open access enables or blocks other innovations in scholarship, the way open access might be changing practices of scholarship, and the role of technology and automation in the creation, evaluation, and circulation of scholarly work
Armbruster, C. (2008). Cyberscience and the Knowledge-Based Economy. Open Access and Trade Publishing: From Contradiction to Compatibility with Non-Exclusive Copyright Licensing. Policy Futures In Education, 6(4), 439-452.
Open source, open content and open access are set to fundamentally alter the conditions of knowledge production and distribution. Open source, open content and open access are also the most tangible result of the shift towards e-science and digital networking. Yet, widespread misperceptions exist about the impact of this shift on knowledge distribution and scientific publishing. It is argued, on the one hand, that for the academy there principally is no digital dilemma surrounding copyright and there is no contradiction between open science and the knowledge-based economy if profits are made from non-exclusive rights. On the other hand, pressure for the “digital doubling” of research articles in open access repositories (the “green road”) is misguided and the current model of open access publishing (the “gold road”) has not much future outside biomedicine. Commercial publishers must understand that business models based on the transfer of copyright have not much future either. Digital technology and its economics favour the severance of distribution from certification. What is required of universities and governments, scholars and publishers, is to clear the way for digital innovations in knowledge distribution and scholarly publishing by enabling the emergence of a competitive market that is based on non-exclusive rights. This requires no change in the law but merely an end to the praxis of copyright transfer and exclusive licensing. The best way forward for research organisations, universities and scientists is the adoption of standard copyright licences that reserve some rights, namely Attribution and No Derivative Works, but otherwise will allow for the unlimited reproduction, dissemination and re-use of the research article, commercial uses included.
Kuth, M. (2012). ‘Deswegen wird kein Buch weniger verkauft!’ Hybride Publikation von MALIS Praxisprojekten an der Fachhochschule Köln. (German). Bibliothek Forschung Und Praxis, 36(1), 103-109.
The article reports on a library and information science project at the Fachhochschule Köln (University of Applied Sciences, Cologne), Germany, to produce a hybrid, print and online research publication, “MALIS Praxisprojekte 2011,” which is available at http://www.b-i-t-online.de/daten/bitinnovativ.php#band35. It discusses the publishing process from writing to distribution and the implications of combining open access and for-fee publishing models for value chains in the publishing industry.
Riedel, S. (2012). Distanz zu Wissenschaftlern und Studenten verringern. (German). Bub: Forum Bibliothek Und Information, 64(7/8), 491-492.
A report from the International Bielefeld Conference on April 24-26, 2012 in Bielefeld, Germany is presented. Presentations discussed include the role of information storage and retrieval in libraries, Open Access publishing and content licenses, and the increased automation of the Bielefeld University library.
Ramirez, M., Dalton, J. j., McMillan, G. g., Read, M., & Seamans, N.. (2013). Do Open Access Electronic Theses and Dissertations Diminish Publishing Opportunities in the Social Sciences and Humanities? Findings from a 2011 Survey of Academic Publishers. College & Research Libraries, 74(4), 368-380.
n increasing number of higher education institutions worldwide are requiring submission of electronic theses and dissertations (ETDs) by graduate students and are subsequently providing open access to these works in online repositories. Faculty advisors and graduate students are concerned that such unfettered access to their work could diminish future publishing opportunities. This study investigated social sciences, arts, and humanities journal editors’ and university press directors’ attitudes toward ETDs. The findings indicate that manuscripts that are revisions of openly accessible ETDs are always welcome for submission or considered on a case-by-case basis by 82.8 percent of journal editors and 53.7 percent of university press directors polled.
Schuurman, N. (2013). Editorial /Éditorial. Canadian Geographer, 57(2), 117-118. doi:10.1111/cag.12027
The author reflects on the use of the Open Access (OA) publishing for publications. She states that in OA publishing, an un-blinded peer review format is used wherein the authors’ names are known to the reviewer. She mentions that the countries such as Great Britain and Canada passed legislations which mandates the use of OA journals in university publications and health research. She also relates the impact of the changes in publishing to the print versions of journals.
Bazeley, J. W., Waller, J., & Resnis, E. (2014). Engaging Faculty in Scholarly Communication Change: A Learning Community Approach. Journal Of Librarianship & Scholarly Communication, 2(3), 1-13. doi:10.7710/2162-3309.1129
As the landscape of scholarly communication and open access continues to shift, it remains important for academic librarians to continue educating campus stakeholders about these issues, as well as to create faculty advocates on campus. DESCRIPTION OF PROGRAM Three librarians at Miami University created a Faculty Learning Community (FLC) on Scholarly Communication to accomplish this. The FLC, composed of faculty, graduate students, staff, and librarians, met throughout the academic year to read and discuss topics such as open access, journal economics, predatory publishing, alternative metrics (altmetrics), open data, open peer review, etc. NEXT STEPS The members of the FLC provided positive evaluations about the community and the topics about which they learned, leading the co-facilitators to run the FLC for a second year. The library’s Scholarly Communication Committee is creating and implementing a scholarly communication website utilizing the structure and content identified by the 2012-2013 FLC
Deutsche Forschungsgemeinschaft, (2010). Freier Zugang zu Forschungsergebnissen. Bub: Forum Bibliothek Und Information, 62(1), 7.
The article reports that the research society Deutsche Forschungsgemeinschaft (DFG) has expanded their support of open access publishing so that universities can now request that the DFG finance publication of their scientific works in open access journals.
Ottina, D. (2013). From Sustainable Publishing To Resilient Communications. Triplec (Cognition, Communication, Co-Operation): Open Access Journal For A Global Sustainable Information Society, 11(2), 604-613.
In their opening reflection on Open Access (OA) in this special section, Fuchs and Sandoval (2013) argue the current policy debate on Open Access publishing is limited by a for-profit bias which blinds it to much of the most innovative activity in Open Access. They further argue for a refocusing of the policy debate within a public service, commons based perspective of academic knowledge production. I pick up these themes by looking at another key term, sustainable publishing, in an effort to contextualize the policy debate on OA within the broader context of the privatization of the university. From this perspective, the policy debate reveals an essential tension between top-down and bottomup cultures in legitimizing knowledge. This is a tension that has profound implications for scholarly practices mediated through digital networked communications. Explicitly acknowledging this fundamental tension gives additional insight into formulating strategies for maintaining an academic culture of free and open inquiry. I suggest that the frame of resilient communications expresses the dynamic nature of scholarly communications better than that of sustainable publishing, and that empowering scholars through practice-based OA initiatives is essential in broadening grass roots support for equitable Open Access amongst scholars
Stevens, L. M. (2013). From the Editor: Getting What You Pay For? Open Access and the Future of Humanities Publishing. Tulsa Studies In Women’s Literature, 32(1), 7-21.
The article discusses the potential impact of the open access publishing movement on humanities scholarship and publishing. It is suggested that although the free circulation of knowledge is a positive goal, scholars and activists must be careful not to undermine the value of the scholarly and editorial labor which makes quality humanities publications possible. The author also suggests that authors who post their articles for open access or on university commons should pay journals a fee.
Thatcher, S. (2009). From the University Presses–Open Access and the Future of Scholarly Communication. Against the Grain, 21(5), 78-81.
The article presents a speech by the author, delivered on September 23, 2009 as part of the Andrew Neilly Lecture Series at the University of Rochester, in which he discussed open access publishing in terms of university presses and scholarly communication. He presented an overview of the history of such issues, and a forecast of likely future developments.
Dunham, G., & Walters, C. (2014). From University Press to the University’s Press: Building a One-Stop Campus Resource for Scholarly Publishing. Against The Grain, 26(6), 28-30.
The article examines the Office of Scholarly Publishing (OSP) at Indiana University (IU) in Bloomington, Indiana. Topics discussed include the role played in the OSP by Indiana University Press (IU Press), the role played by IUScholarWorks (IUSW), which is an open access publishing initiative administered by IU Libraries, and the location of the university’s publishing activities, which is the Herman B. Wells Library at IU.
Abadal, E. (2013). Gold or green: the debate on Open Access policies. International Microbiology, 16(3), 199-203. doi:10.2436/20.1501.01.194
The movement for open access to science seeks to achieve unrestricted and free access to academic publications on the Internet. To this end, two mechanisms have been established: the gold road, in which scientific journals are openly accessible, and the green road, in which publications are self-archived in repositories. The publication of the Finch Report in 2012, advocating exclusively the adoption of the gold road, generated a debate as to whether either of the two options should be prioritized. The recommendations of the Finch Report stirred controversy among academicians specialized in open access issues, who felt that the role played by repositories was not adequately considered and because the green road places the burden of publishing costs basically on authors. The Finch Report’s conclusions are compatible with the characteristics of science communication in the UK and they could surely also be applied to the (few) countries with a powerful publishing industry and substantial research funding. In Spain, both the current national legislation and the existing rules at universities largely advocate the green road. This is directly related to the structure of scientific communication in Spain, where many journals have little commercial significance, the system of charging a fee to authors has not been adopted, and there is a good repository infrastructure. As for open access policies, the performance of the scientific communication system in each country should be carefully analyzed to determine the most suitable open access strategy.
Bargheer, M., & Schmidt, B. (2008). Göttingen University Press: Publishing services in an Open Access environment. Information Services & Use, 28(2), 133-139.
The article presents a round table discussion that focuses on publishing services in an open access environment that are offered by Göttingen University Press. Begun as an additional service for the Göttingen State and University Library repository, it offers a publication consulting service on behalf of the university. It covers diverse topics such as sciences, life sciences, and humanities.
Jubb, M. (2011). Heading for the Open Road: Costs and Benefits of Transitions in Scholarly Communications. Liber Quarterly: The Journal Of European Research Libraries, 21(1), 102-124.
This paper reports on a study — overseen by representatives of the publishing, library and research funder communities in the UK — investigating the drivers, costs and benefits of potential ways to increase access to scholarly journals. It identifies five different but realistic scenarios for moving towards that end over the next five years, including gold and green open access, moves towards national licensing, publisherled delayed open access, and transactional models. It then compares and evaluates the benefits as well as the costs and risks for the UK. The scenarios, the comparisons between them, and the modelling on which they are based, amount to a benefit-cost analysis to help in appraising policy options over the next five years. Our conclusion is that policymakers who are seeking to promote increases in access should encourage the use of existing subject and institutional repositories, but avoid pushing for reductions in embargo periods, which might put at risk the sustainability of the underlying scholarly publishing system. They should also promote and facilitate a transition to gold open access, while seeking to ensure that the average level of charges for publication does not exceed circa £2,000; that the rate in the UK of open access publication is broadly in step with the rate in the rest of the world; and that total payments to journal publishers from UK universities and their funders do not rise as a consequence.
Tickell, A. (2013). Implementing Open Access in the United Kingdom. Information Services & Use, 33(1), 19-26. doi:10.3233/ISU-130688
Since July 2012, the UK has been undergoing an organized transition to open access. As of 01 April 2013, revised open access policies are coming into effect. Open access implementation requires new infrastructures for funding publishing. Universities as institutions increasingly will be central to managing article-processing charges, monitoring compliance and organizing deposit. This article reviews the implementation praxis between July 2012 and April 2013, including ongoing controversy and review, which has mainly focussed on embargo length
Hawkins, K. K. (2014). How We Pay for Publishing. Against The Grain, 26(6), 35-36.
The article examines the financial aspects of scholarly publishing. Topics discussed include the impact of these financial aspects on academic libraries and university presses, the concept of open access publishing and the financial considerations related to it, and the use of article processing charges (APC) in open access publishing.
Butler, D. (2013). Investigating journals: The dark side of publishing. Nature, 495(7442), 433-435. doi:10.1038/495433a
The article focuses on the investigation of Jeffrey Beall, academic librarian and university researcher at the University of Colorado in Denver regarding the practices of open-access publishing. It says that Beall who became a watchdog for open-access publishers criticizes them on his blog Scholarly Open Access. Beall adds that he was not prepared for the exponential growth of the occurrence of questionable publishers. The insights of publishers on the approach of Beall are also discussed.
2012 was basically the year of the predatory publisher; that was when they really exploded,” says Beall. He estimates that such outfits publish 5–10% of all open-access articles.
Beall’s list and blog are widely read by librar – ians, researchers and open-access advocates,
many of whom applaud his efforts to reveal shady publishing practices —
Wilson, K. k. (2013). Librarian vs. (Open Access) Predator: An Interview with Jeffrey Beall. Serials Review, 39(2), 125-128.
In February 2013, Kristen Wilson interviewed Jeffrey Beall, scholarly initiatives librarian at the University of Colorado Denver. Beall discusses “predatory” open access and its implications for scholarly publishing
Richard, J., Koufogiannakis, D., & Ryan, P. (2009). Librarians and Libraries Supporting Open Access Publishing. Canadian Journal Of Higher Education, 39(3), 33-48
As new models of scholarly communication emerge, librarians and libraries have responded by developing and supporting new methods of storing and providing access to information and by creating new publishing support services. This article will examine the roles of libraries and librarians in developing and supporting open access publishing initiatives and services in higher education. Canadian university libraries have been key players in the development of these services and have been bolstered by support from librarians working through and within their professional associations on advocacy and advancement initiatives, and by significant funding from the Canadian Foundation for Innovation for the Synergies initiative–a project designed to allow Canadian social science and humanities journals to publish online. The article also reflects on the experiences of three librarians involved in the open access movement at their libraries, within Canadian library associations, and as creators, managers, and editors in two new open access journals in the field of library and information studies: Evidence-based Library and Information Practice published out of the University of Alberta; and Partnership: the Canadian Journal of Library and Information Practice and Research hosted by the University of Guelph. As active participants in the creation of open access content within their own field, the authors are able to lend their experience to faculty in other disciplines and provide meaningful and responsive library service development.
Hansson, J., & Johannesson, K. (2013). Librarians’ Views of Academic Library Support for Scholarly Publishing: An Every-day Perspective. Journal Of Academic Librarianship, 39(3), 232-240. doi:10.1016/j.acalib.2013.02.002
This article reports on a study of academic librarians’ views of their work and possibilities regarding support for researchers’ publishing. Institutional repositories and Open Access are areas being dealt with in particular. Methods used are highly qualitative; data was gathered at two Swedish university libraries over a six month period through focus group interview sessions and personal logs by informants. Findings indicate that attitudes are often in collision with practicalities in the daily work in libraries. Even though they have a high degree of knowledge and awareness of scholarly publication patterns, librarians often feel insecure in the approach of researchers. There is a felt redirection in the focus of academic librarianship, from pedagogical information seeking tasks towards a more active publication support, a change which also includes a regained prominence for new forms of bibliographical work. Although there are some challenges, proactive attitudes among librarians are felt as being important in developing further support for researchers’ publishing.
Pinter, F. (2012). Open Access for Scholarly Books?. Publishing Research Quarterly, 28(3), 183-191. doi:10.1007/s12109-012-9285-0
Over the past two decades, sales of monographs have shrunk by 90 % causing prices to rise dramatically as fewer copies are sold. University libraries struggle to assemble adequate collections, and students and scholars are deprived access, especially in the developing world. Open access can play an important role in ensuring both access to knowledge and encouraging the growth of new markets for scholarly books. This article argues that by facilitating a truly global approach to funding the up-front costs of publishing and open access, there is a sustainable future for the specialist academic ‘long form publication’. Knowledge Unlatched is a new initiative that is creating an international library consortium through which publishers will be able to recover their fixed costs while at the same time reducing prices for libraries
Bauer, B., & Stieg, K. (2010). OPEN ACCESS PUBLISHING IN AUSTRIA: DEVELOPMENT AND FUTURE PERSPECTIVES. Bulletin Of The Transilvania University Of Brasov, Series IV: Philology & Cultural Studies, 3(52), 271-278.
The following article provides an overview of Open Access Publishing in Austria in 2010. First of all, the participation of Austrian institutions in signing Open Access declarations and Open Access events in Austria are presented. Secondly, the article shows the development of both the Green Road to Open Access (repositories) as well as the Golden Road (Open Access Journals) in Austria. The article also describes the Open Access policies of the most important funding agency in Austria, the biggest university of the country as well as Universities Austria, the association of the 21 public universities in Austria. Finally, the paper raises the question of how Open Access is to be financed and explains the legal framework conditions for Open Access in Austria.
Nariani, R. r., & Fernandez, L. l. (2012). Open Access Publishing: What Authors Want. College & Research Libraries, 73(2), 182-195.
Campus-based open access author funds are being considered by many academic libraries as a way to support authors publishing in open access journals. Article processing fees for open access have been introduced recently by publishers and have not yet been widely accepted by authors. Few studies have surveyed authors on their reasons for publishing open access and their perceptions of open access journals. The present study was designed to gauge the uptake of library support for author funding and author satisfaction with open access publishing. Results indicate that York University authors are increasingly publishing in open access journals and are appreciative of library funding initiatives. The wider implications of open access are discussed along with specific recommendations for publishers.
Stanton, K. V., & Liew, C. L. (2011). Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students. Information Research: An International Electronic Journal, 16(4),
We examine doctoral students’ awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected through interviews with eight doctoral students enrolled in a range of disciplines in a New Zealand university and a self-completion Web survey of 251 students. Analysis: Interview data were analysed thematically, then evaluated against a theoretical framework. The interview data were then used to inform the design of the survey tool. Survey responses were analysed as a single set, then by disciple using SurveyMonkey’s online toolkit and Excel. Results: While awareness of open access and repository archiving is still low, the majority of interview and survey respondents were found to be supportive of the concept of open access. The perceived benefits of enhanced exposure and potential for sharing outweigh the perceived risks. The majority of respondents were supportive of an existing mandatory thesis submission policy. Conclusions: Low levels of awareness of the university repository remains an issue, and could be addressed by further investigating the effectiveness of different communication channels for promotion.
Mussell, J. (2013). Open Access. Journal Of Victorian Culture (Routledge), 18(4), 526-527. doi:10.1080/13555502.2013.865980
An introduction is presented to the articles within the issue on the theme of open access publishing in Great Britain during the early 2010s, including topics on the economic aspects of and the British government’s policy on open access publishing and its impact on university libraries.
Open access is not new: there is a thriving culture of open access in the sciences and
scholars in the digital humanities have been advocating open publication of research
for some time to share methods, results and data. However, the British Government’s
recent endorsement of the Finch Report (officially titled ‘Accessibility, sustainability, excellence: how to expand access to research publications: Report of the Working Group on Expanding Access to Published Research Findings’), has made open access a central concern for all researchers in UK higher education. The underlying economics and politics of journal publication arc now under scrutiny as never before.
an author-pays version of ‘gold’ open access publishing, where costs of publishing were shifted from the customer (university libraries) onto the producer (scholars), was seen by many as a way of implementing open access without disturbing the status quo. Instead of purchasing research once it has been published, universities will pay for research to be published.
While this model ensures an income stream for publishers (and it always costs something to publish), it reconfigures the relationship between scholars, their research and their institution.
The so-called ‘green’ route to publishing, where articles are made open access after their initial publication in a traditional,subscription-based journal, usually by means of deposit in an institutional repository, has focused attention on the embargo periods demanded by publishers.
Leptin, M. (2012, March 16). Open Access–Pass the Buck. Science. p. 1279.
The author reflects on open access as a model for scientific publishing. She notes that most scientists support open access despite continued controversy about the economics and political consequences of open access among various groups, including researchers, publishers, and universities. Also discussed are the financial implications of open access from the author’s point of view as an editor of the non-profit publishing group the European Molecular Biology Organization
Peters, M. A. (2009). Open Education and the Open Science Economy. Yearbook Of The National Society For The Study Of Education, 108(2), 203-225.
Openness as a complex code word for a variety of digital trends and movements has emerged as an alternative mode of “social production” based on the growing and overlapping complexities of open source, open access, open archiving, open publishing, and open science. This paper argues that the openness movement with its reinforcing structure of overlapping networks of production, access, publishing, archiving, and distribution provide an emerging architecture of alterative educational globalization not wedded to existing neoliberal forms. The open education movement and paradigm has arrived: it emerges from a complex historical background and its futures are intimately tied not only to open source, open access and open publishing movements but also to the concept of the “open society” itself which has multiple, contradictory, and contested meanings. This paper first theorizes the development and significance of “open education” by reference to the Open University, OpenCourseWare (OCW) and open access movements. The paper takes this line of argument further, arguing for a conception of “open science economy” which involves strategic international research collaborations and provides an empirical and conceptual link between university science and the global knowledge economy.
Adam, M. (2013). Open-Access-Publizieren in der Medizin – im Fokus der Bibliometrie an der SLUB Dresden. GMS Medizin-Bibliothek-Information, 13(3), 1-11. doi:10.3205/mbi000291
Since 2012, the Team Bibliometrics in the Electronic Publishing Group at the SLUB Dresden has been supporting scientists but also institutes at the Technical University Dresden in bibliometric issues. Open access (OA) publishing is one of the main topics. The recent analysis identified OA journals in the field of medicine indexed in the Web of Science (WoS) database on the basis of the Directory of Open Access Journals. Subsequently, the journal titles were examined according to their importance in the selected subject categories and the geographical distribution of editorial countries in the first part. The second part dealt with the articles in these journals and the citations contained therein. The results show an amount of 9.7 per cent of OA journals in relation to the total amount of all journals in the selected WoS subject categories. 14 per cent could be assigned to the upper quartile Q1 (Top 25 per cent). For most of the OA journals Great Britain was determined as the publishing country. The analysis of articles with German participation reveals interesting methods to obtain information in the participating authors, institutions, networks and their specific subjects. The result of citation analysis of these articles shows, that articles from traditional journals are the most cited ones.
Kersting, A., & Pappenberger, K. (2009). Promoting open access in Germany as illustrated by a recent project at the Library of the University of Konstanz. OCLC Systems & Services, 25(2), 105-113. doi:10.1108/10650750910961901
With the illustration of a best practice example for an implementation of open access in a scientific institution, the paper will be useful in fostering future open access projects. Design/methodology/approach – The paper starts with a brief overview of the existing situation of open access in Germany. The following report describes the results of a best practice example, added by the analysis of a survey on the position about open access by the scientists at the University of Konstanz. Findings – The dissemination of the advantages of open access publishing is fundamental for the success of implementing open access in a scientific institution. For the University of Konstanz, it is shown that elementary factors of success are an intensive cooperation with the head of the university and a vigorous approach to inform scholars about open access. Also, some more conditions are essential to present a persuasive service: The Library of the University of Konstanz offers an institutional repository as an open access publication platform and hosts open journal systems for open access journals. High-level support and consultation for open access publishing at all administrative levels is provided. The integration of the local activities into national and international initiatives and projects is pursued for example by the joint operation of the information platform open-access.net. Originality/value – The paper offers insights in one of the most innovative open access projects in Germany. The University of Konstanz belongs to the pioneers of the open access movement in Germany and is currently running a successful open access project.
Beals, M. H. (2013). Rapunzel and the Ivory Tower: How Open Access Will Save the Humanities (from Themselves). Journal Of Victorian Culture (Routledge), 18(4), 543-550. doi:10.1080/13555502.2013.865977
The author argues in favor of open access publishing, contending that it will bridge university academics and academic scholarship’s relationship with the public sphere. An overview of open access publishing’s impact on academic journals, including in regard to periodical subscriptions, membership fees and the discourse on history within society, is provided. An overview of digital access to open access publishing is also provided.
crisis of authorship has centred on the charging of Article Processing Charges (APCs) and how best to accommodate the shift from pay-to-read to pay-to-publish models.
Pochoda, P. (2008). Scholarly Publication at the Digital Tipping Point. Journal Of Electronic Publishing, 11(2), 8.
The article presents information on a joint publishing project “Digitalculturebooks” between the University of Michigan Press and the Scholarly Publishing Office of Michigan University Library in Michigan. The aim of the project was to publish books about new media in a printed version and an open access (OA) online version. It is mentioned that the project not only intended to publish innovative and accessible work about the social, cultural, and political impact of new and to collect data about the variation in reading habits and preferences across different scholarly reading communities, but also to explore the opportunities and the obstacles involved in a press working in a partnership with a technologically abled library unit with a business model.
Scientific Publishing: the Dilemma of Research Funding Organisations. (2009). European Review, 17(1), 23-31.
Present changes in scientific publishing, especially those summarised by the term ?Open Access? (OA), may ultimately lead to the complete replacement of a reader-paid to an author, or funding-paid, publication system. This transformation would shift the financial burden for scientific publishing from the Research Performing Organisations (RPOs), particularly from scientific libraries, universities, etc, to the Research Funding Organisations (RFOs). The transition phase is difficult; it leads to double funding of OA publications (by subscriptions and author-sponsored OA) and may thus increase the overall costs of scientific publishing. This may explain why ? with a few exceptions ? RFOs have not been at the forefront of the OA paradigm in the past. In 2008, the General Assembly of EUROHORCs, the European organisation of the heads of research councils, agreed to recommend to its member organisations at least a minimal standard of Open Access based on the Berlin Declaration of 2003 (green way of OA). In the long run, the publishing system needs some fundamental changes to reduce the present costs and to keep up its potential. In order to design a new system, all players have to cooperate and be ready to throw overboard some old traditions, lovable as they may be.
Kennan, M. A. (2010). The economic implications of alternative publishing models: views from a non-economist. Prometheus, 28(1), 85-89. doi:10.1080/08109021003676391
In this article the author discusses economic aspects of alternative economic models for scholarly publishing with reference to a report by J. Houghton and C. Oppenheim. The author present information on the economic models discussed in Houghton and Oppenheim report to the Great Britain’s Joint Information Systems Committee (JISC). He discusses the open access (OA) publishing and suggests that mandates should be made by universities for OA.
I cannot respond to their paper in either of these roles. Instead, I propose to respond both as an academic who conducts research, writes about it and tries to get it published, and as a researcher interested in scholarly communication, publishing and open access.
To continue with a system (of scholarly publishing or anything else) without regularly investigating and analyzing the alternatives, is neither common sense nor scholarly.
Hawkins, K. S. (2014). The Evolution of Publishing Agreements at the University of Michigan Library. Journal Of Librarianship & Scholarly Communication, 2(4), 90-94. doi:10.7710/2162-3309.1175
Taking as an example an open-access journal with a single editor, this article discusses the various configurations of rights agreements used by the University of Michigan Library throughout the evolution of its publishing operation, the advantages of the various models, and the reasons for moving from one to another.
Bankier, J., & Perciali, I. (2008). The Institutional Repository Rediscovered: What Can a University Do for Open Access Publishing?. Serials Review, 34(1), 21-26. doi:10.1016/j.serrev.2007.12.003
Universities have always been one of the key players in open access publishing and have encountered the particular obstacle that faces this Green model of open access, namely, disappointing author uptake. Today, the university has a unique opportunity to reinvent and to reinvigorate the model of the institutional repository. This article explores what is not working about the way we talk about repositories to authors today and how can we better meet faculty needs. More than an archive, a repository can be a showcase that allows scholars to build attractive scholarly profiles, and a platform to publish original content in emerging open-access journals. Serials Review 2008; 34:21-26.
Collister, L. B., Deliyannides, T. S., & Dyas-Correia, S. (2014). The Library as Publisher. Serials Librarian, 66(1-4), 20-29.
This article describes a half-day preconference that focused on the library as publisher. It examined how the movement from print to online publication has impacted the roles of libraries and their ability to take on new roles as publishers. The session explored the benefits of libraries becoming publishers, and discussed Open Access, what it is and is not and its importance to libraries and scholarly communication. A detailed case study of the publishing operations of the University Library System at the University of Pittsburgh was presented as an example of a successful library publishing program. The session provided an opportunity for participants to discover ways that libraries can be involved in publishing
OA literature is digital, online, free of charge, and free of most copyright and licensing restrictions. OA works are still covered by copyright law, but spe- cial license terms such as Creative Commons licenses are applied to allow sharing and reuse. All major OA initiatives for scientific and scholarly litera- ture insist on the importance of peer review. OA is therefore compatible with copyright, peer review, revenue (even profit), print, preservation, prestige,
quality, career advancement, indexing, and supportive services associated with conventional scholarly literature. OA is not Open Source, which applies to computer software, nor Open Content, which applies to non-scholarly content, nor Open Data, which is a movement to support sharing of research data, nor free access, which carries no monetary charges for access, yet all rights may be reserved.
Changing laws, like the Digital Millennium Copyright Act (DMCA) and the Research Works Act, as well as the Google Books copyright settlement and its aftermath, have also had an important impact on scholarly communication.
The changing scholarly communication environment has led to chang- ing economic models, including the advent of the “Big Deal” for the purchaseof journals and e-books, the creation of the pay-per-view model and other alternative purchasing models. It has also led to the creation of OA publish- ing models, the Hybrid OA publishing model, and self-publishing. Today,
over 150 universities around the world mandate OA deposits of faculty works and the Directory of Open Access Journals (DOAJ) lists 9,437 OA journals in 119 countries.The Directory of Open Access Repositories (OpenDOAR) lists 2,284 open archives in 103 countries.
Potvin, S. (2013). The Principle and the Pragmatist 1 [1] The title draws on David Lewis’s comment: “Open access journals claim two advantages: the first is pragmatic and the second is principled.” See David W. Lewis, “The Inevitability of Open Access,” College &Research Libraries 73:5 (September 2012): 493–506. : On Conflict and Coalescence for Librarian Engagement with Open Access Initiatives. Journal Of Academic Librarianship, 39(1), 67-75.
This article considers Open Access (OA) training and the supports and structures in place in academic libraries in the United States from the perspective of a new librarian. OA programming is contextualized by the larger project of Scholarly Communication in academic libraries, and the two share a historical focus on journal literature and a continued emphasis on public access and the economics of scholarly publishing. Challenges in preparing academic librarians for involvement with OA efforts include the evolving and potentially divergent nature of the international OA movement and the inherent tensions of a role with both principled and pragmatic components that serves a particular university community as well as a larger movement.
Bastos, F., Vidotti, S., & Oddone, N. (2011). The University and its libraries: Reactions and resistance to scientific publishers. Information Services & Use, 31(3/4), 121-129.
This paper addresses the relationship of copyright and the right of universities on scientific production. Information and Communication Technologies (ICTs) are causing many changes in the system of scientific communication, such as the creation of Institutional Repositories that aim to gather scientific production in digital format. The University needs quicker ways of spreading academic production and many questions are emerging due to contexts such as the Open Access movement. Thus, this paper questions the positioning of Universities, especially Public Universities, which despite having policies related to intellectual property to protect the transferring forms of research results to society; many times do not have a positioning or a mechanism that regulates the self-deposit of scientific production in these Institutional Repositories. In order to develop this paper, the following issues are addressed: lack of interest of the University in storing scientific production; reports on the relationship of the library with scientific publishing houses; the participation of faculty members and students in supporting the Free Access movement; and initiatives aimed at greater flexibility of copyright to the context of scientific production. In order to follow the development of these issues at international level, it was opted for qualitative research with non-participating direct observation to carry out the identification and description of copyright policy of important publishers from the ROMEO SHERPA site; therefore, it can be observed that there are changes regarding the publishers’ flexibility before self-archiving of authors in open access institutional repositories in their universities. Given this scenario, we present reflections and considerations that involve the progress and mainly the integration of the University and its faculty members; the institution should recommend and guide its faculty members not to transfer their copyrights, but to defend their right of copy to Institutional Repositories along with Publishing Houses
Jagodzinski, C. M. (2008). The University Press in North America: A Brief History. Journal Of Scholarly Publishing, 40(1), 1-20. doi:10.3138/jsp.40.1.1
Simon-Ritz, F. (2012). Warten auf die Wissenschaftsschranke. Bub: Forum Bibliothek Und Information, 64(9), 562-564.
An article on the debate over copyright law and Open Access publishing in Germany is presented. The author describes the demands for noncommercial secondary usage rights by schools, libraries, and universities, as well as detailing the sections of the copyright laws which he considers most damaging to the larger research community
O’Donnell, M. P. (2014). What is the future of scholarly journals in an open access environment?. American Journal Of Health Promotion, 29(1), v-vi. doi:10.4278/ajhp.29.1.v
This editorial provides an overview of journey of the journal American Journal of Health Promotion. This journal would continue to be allowed to publish these articles but wanted me to understand the public would also have free access to them online. This university was following the lead of the Harvard Law School Open Access Policy, which was adopted by faculty at Harvard and Stanford in 2008, at MIT in 2009, and at many other prestigious universities and colleges since then. The traditional publishers want to maximize subscriber satisfaction so they can sell more subscriptions and minimize the number of accepted manuscripts to reduce the cost of printing, whereas the fee-based online publishers want to increase the number of accepted manuscripts to maximize publishing fees. The cost of this subscription is $895/y. The subscription must be in place before the article is typeset.
Armato, D. (2012). What Was a University Press?. Against The Grain, 24(6), 58-62.
Hall, R. (2014). You Say You Want a Publishing Revolution. Progressive Librarian, (43), 35-46.
A recent study published in PLoS ONE estimated that 27 million, or 24%, of the 114 million English-language scholarly documents available through Google Scholar and Microsoft Academic Search are freely available on the web (Khabsa & Giles, 2014). While this is not nearly as much as open access advocates would like, it shows a significant step in the right direction. Though the authors of this study fail to acknowledge the sources of this free
information, it can be surmised that library publishing initiatives—including open access journals and institutional repositories—have contributed greatly.
Designed by Chaim Gingold, a Ph.D. student at UC Santa Cruz, indie developer and designer of Spore’s creature creator, “Earth Primer” is a reinvention of the textbook. Unlike the all-too-familiar “interactive textbooks” that are little more than pictures and animations tacked on to traditional text, “Earth Primer” starts from the ground up. It’s elegantly presented and paced.
Money and time are the two most common barriers to using games in the classroom. “Extrasolar” solves both while also striking pedagogical gold: authentic, self-motivated learning. It’s a free alternate reality game (ARG) that mimics the day-to-day life of a rover driver exploring an alien planet for a mysterious space agency. Rather than placing players in some fantastical world, they interact with what looks like a typical desktop interface, giving their rover commands, and waiting to receive photographs and data from the alien world as well as messages from their employer. Each bit of play requires only a few minutes of activity. The wait builds tension, and when matched with the relatively mundane interface and tasks, it doesn’t feel like a game — which is kind of the point. Best of all: It’s all based in real science and, like with any good ARG, has a healthy dose of mystery to give players a reason to return.
Twine is an open-source tool for telling interactive, nonlinear stories.
You don’t need to write any code to create a simple story with Twine, but you can extend your stories with variables, conditional logic, images, CSS, and JavaScript when you’re ready.
Twine publishes directly to HTML, so you can post your work nearly anywhere. Anything you create with it is completely free to use any way you like, including for commercial purposes.
Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.
it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect
1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.
From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM: Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.
Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.
roundtables, Thurs, Nov. 7, 1:30-2:45PM
Measuring the Promise in Learner-Centered Syllabi
Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia
Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
Laura Palucki Blake, UCLA
Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
3 time survey of freshmen. survey also faculty every 3 years. can link this date: faculty practices and student learning
triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference. http://ow.ly/i/3EL77
discussions is big, small group work is big with faculty
in terms of discussions, there is huge difference between doing discussion and doing it well.
this is a self-report data, so it can be biased
there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences. same also in STEM fields.
students evaluations of each other work. cooperative learning: it is closer gender-wise.
the more student-centered pedagogy, the less disengagement from school work.
understand on a national level what students are exposed to. lpblake@hmc.edu http://www.heri.ucla.edu/
wabash national data.
ePublishing: Emerging Scholarship and the Changing Role of CTLs
Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
LORs are in Kentucky.
CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
Teaching Times at Penn.
model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology. Teacher-scholar model: research, service, teaching. http://ow.ly/i/3EMJl
egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change. Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
a national publication: http://www.sparc.arl.org/resources/authors/addendum
we domenstrate that it is good school. scholarship of teaching will be good teaching.
OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
40% of all scholarly articles are owned by 3 publishers
Academic Social Media academic.edu and electronic journals.
CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
the lesson from this session for me is that Lalita and Keith Ewing must work much closer.
Evaluating the quality of MOOCs: Is there room for improvement? Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
Second principle: what is a good graduate education.
about half had completed a course. Atter the 3rd week the motivation is dissipating.
Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional. http://www.amazon.com/Library-2-0-Guide-Participatory-Service/dp/1573872970 http://tametheweb.com/category/hyperlibmooc/ http://tametheweb.com/2013/10/20/hyperlibmooc-library-2-013-presentation-links/
1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
eri week resources
Per Keith’s request
“Why Students Avoid Risking Engagement with Innovative Instructional Methods Donna Ellis, University of Waterloo”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .
The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.
Risk of negative consequneces
preceived lack of control
contravention of perceived norms.
fishbein and Aizen 2010
discussoon . How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.
Friday, Nov 8, 10:30 AM – 12:00 PM
William Penn Ballroom
7 into 15
CRLT Players, University of Michigan”
Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.
It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.
Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation
No videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm . There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page. And then social media with Amy? Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
Designing Online Discussions For Student Engagement And Deep Learning Friday, Nov 8, 2:15 PM – 3:30 PM, Roundtable
Parkview East
Danilo M Baylen, University of West Georgia”
pit must be asynchronous discussion
What is the purpose and format of the discussion. Assessment. How the online discussion is supporting the purpose of the curriculum to the students learning
About five discussions per semester all together. Behaved part of the class culture
Format of the assignment
asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
checklist which stifles a creative discussion or just let it more free
purpose – must be part of the syllabus and it must be clear.
Meeting learning objectives.
duration
interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
What is the baseline.
Online course must must be set up ready before semester starts or not?
reflection for the end of the semester
SteVn brookfields critical questionaire
meet thISTI and qr standards
is reflection on the content or the process
students reflect on their own reflections
what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
2. Social media – in community with other students , faculty, organizations
3. Resume builder
eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy. Programmatic academic e portfolio to collect data
use Sakai open portfolio system
12 drepartments and six more second year. to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point, The. Advising portfolio Is becoming
portfolio must be used by faculty not only students.
Whats the by in for students. Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used Digital identity As CETL director not technology expect and how to learn from the faculty and that was very
documenting and learning with eportfolios.
faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
STAR: Situation , tasks, action, response
Writing skills differentiate, but even good writers got better on reflection
how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
How much the university is responsible for an individual portfolio. How many levels of proof reading.
Poor student work reflects a poor faculty attention.
“Groups Inform Pedagogies Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session A
Carnegie III
Rhett McDaniel and Derek Bruff, Vanderbilt University”
Teaching Online and Its Impact on Face-to-Face Teaching Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
Greene & Franklin
Lorna Kearns, University of Pittsburgh”
Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
Andy Goodman and Susan Shadle, Boise State University
Connecting, Risking, and Learning: A Panel Conversation about Social Media
Michelle Rodems, University of Louisville. Conference C 9:00 AM – 10:15 AM
The use of social media in higher education
Conference C 9-11:15 AM
Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s with the URL to the blog entry NspireD is the name of. The blog
the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info. Use of hashtags how to use them appropriate in twitter and FB to streamline .
Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.
Rachel CETL assist dir at U of Michigan. She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts. Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter. What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags . the use of blog is less formal way to share information. recycling in December and August a lot of material.
does anybody subscribe and do you promote RSS
the separate blog for a workshop requires interaction and that is a success
for faculty development U of Michigan is using blog recruited 50 to follow the blog. TSam of 3 using. WordPress For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus
how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty. At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.
What have been the obstacles and indoor failure and what have you learned?
convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material. Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog
Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum
one of the panelist has a google spreadsheet which has information of allCETL social media sites There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.
U of MichiGan more grad studns blog guest posts almost no faculty.
Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.
Insitutional background important in these decisions.
How often refresh the wordpress page. How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.
Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.
Blog ” from students perspective” is repurposE
Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
Oliver 9-11:15 AM
Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
Riverboat 9:00 AM – 10:15 AM
The Risks and Rewards of Becoming a Campus Change Agent
Dr. Adrianna Kezar, University of Southern California
William Penn Ballroom 10:30 AM – 12:00 PM
Branch campuses, students abroad, to more with less, completion from profit institutions
students work more but this is a good reflection on learning success
provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.
If administration is genuine understand transparent Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up is less preferred then powering up. It is difficult to tell administration that they miss or misunderstand the technology issue.
Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf
How to build coalition, different perspectives, aknowledge the inherent conflict.
The Delphi project
It Takes a Campus: Promoting Information Literacy through Collaboration
Karla Fribley and Karen St. Clair, Emerson College
Oakmont 1:45 PM – 3:00 PM
Most of the attendees and both presenters were librarians
The presenters played a scatch to involve the particppaints
Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy
acrl assessment in action
Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
Meghan Burke and Tom Pusateri, Kennesaw State University
Oliver 1:45 PM – 3:00 PM Roundtable
Exploring Issues of Perceptual Bias and International Faculty
Shivanthi Anandan, Drexel University.
Heinz 3:15 PM – 4:30 PM Roundtable
Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel
susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect. sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship
Diane Schafer perceptual biases, graffiti. Cathryn Ross
Averting Death by PowerPoint! From Killer Professors to Killer Presenters
Christy Price, Dalton State College
Riverboat 4:45 PM – 6:00 PM
How to create effective mini lectures checklist for acting palnning
engage and leave lecture out. The reason why can’t move away is because some people lecture as performance art
Make lectures mini. How long mini should be. 22 min, the age number of the person.
Emotional appeal, empathy.
Evoke positive emotions with humor. Always mixed method research, since the narrative Berk, r. (2000) and Sousa (2011)
ethical. Obligations and emotional appeal
acknowledge the opposition
enhance memory processing with visuals and multimedia
use guided practice by miniki zing note taking
presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659
